Tag: Stephanie Al Otaiba

Texas Tribune: The Q&A — Dr. Stephanie Al Otaiba, Simmons School

Post author By Margaret Allen
Post date April 27, 2017

In this week’s Q&A, The Texas Tribune interviews Stephanie Al Otaiba, professor of teaching and learning at Southern Methodist University.

Texas Tribune reporter Sanya Monsoor interviewed SMU education expert Stephanie Al Otaiba Professor of Teaching and Learning in the Annette Caldwell Simmons School of Education and Human Development for a Q&A about early language acquisition in children.

Al Otaiba holds the Patsy and Ray Caldwell Centennial Chair in Teaching and Learning and teaches graduate courses in literacy, special education, assessment, response to intervention and mentoring doctoral students.

Al Otaiba’s research interests include school-based literacy interventions, response to intervention, learning disabilities, diverse learners and teacher training. Her line of research has been supported by several federally funded grants from the U.S. Department of Education Institute of Education Sciences, the Office of Special Education Programs, and from the National Institute of Child Health and Human Development.

Her dissertation was awarded the 2001 Outstanding Dissertation Award from the International Reading Association and in 2010 she was the recipient of The Council for Exceptional Children Division for Research Distinguished Early Career Research Award. She is vice president of the Division for Learning Disabilities of the Council for Exceptional Children.

The Texas Tribune article, “The Q&A: Stephanie Al Otaiba,” published April 27, 2017.

Read the full story.

EXCERPT:

By Sanya Monsoor
Texas Tribune
With each issue, Trib+Edu brings you an interview with experts on issues related to public education. Here is this week’s subject:

Stephanie Al Otaiba is a professor of teaching and learning at Southern Methodist University. Her work focuses on early language acquisition, literacy interventions, disabilities and diverse learners.

Editor’s note: This interview has been edited for length and clarity.

Trib+Edu: Tell me more about your research regarding early language acquisition and why it’s important to start early.

Stephanie Al Otaiba: Research shows that once kids are in third and fourth grade it’s a lot more difficult to remediate reading problems, which sometimes go on to be classified as disabilities. But early intervention can help kids before they fall behind. In many cases, if we start very early, we can discern who are the children who have true learning disabilities from children who just haven’t had the right kind of instruction.

Trib+Edu: How common is it for those two categories to get mixed up?

Al Otaiba: It’s common. The statistics show that fewer than 50 percent of children that are in urban high-need schools are reading on grade level by fourth grade. Classrooms are getting more and more diverse, which brings more heterogeneity to the classroom. Teachers need to have an array of strategies that they can use to target the needs of different children.

If we have children that are emerging bilinguals, ideally, they will be taught in both languages but primarily in their native language until they learn how letters and sounds work. Children that are coming from lower socioeconomic backgrounds, many of them have had less exposure to rich academic language or had fewer opportunities to read at home, and so may come to school with different levels of preparedness.

If you work hard in pre-K and kindergarten to close the language gap, then these students will be better prepared once they get to second and third grade. If we get kids to third grade and they’re two grade levels behind, it’s really hard for them to catch up.

Trip+Edu: How do you deal with students of the same age group who are at different stages in their reading comprehension?

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Tags Annette Caldwell Simmons School of Education & Human Development, Stephanie Al Otaiba

Culture, Society & Family Learning & Education Researcher news

Reading ability soars if young struggling readers get school’s intensive help immediately

Post author By Margaret Allen
Post date November 3, 2015

Reading skill fails to improve when schools follow current practices that require struggling readers to fail first before they merit tutoring or extra teaching

Reading skills improve very little when schools follow the current standard practice of waiting for struggling readers to fail first before providing them with additional help, according to researchers at Southern Methodist University, Dallas.

In contrast, a recent study found that a dynamic intervention in which struggling readers received the most intensive help immediately, enabled students to significantly outperform their peers who had to wait for additional help, said Stephanie Al Otaiba, lead author on the research.

“We studied how well struggling readers respond to generally effective standard protocols of intervention to help them improve. We found that how those interventions are provided within a school — how immediately they are provided — makes an important difference,” said Al Otaiba, professor of teaching and learning in the Annette Caldwell Simmons School of Education and Human Development at SMU.

Proficient reading is critical, and early intervention is imperative, said co-author and academic skills measurement expert Paul Yovanoff, also a professor of teaching and learning in the Simmons School.

About 40 percent of U.S. children in fourth grade do not read at a proficient level, Yovanoff said.

“We’re not talking about a small group of children,” he said. “We’re talking about a large group. And the number is higher in urban areas and higher among minority students. How can these kids grow up and participate in society as moms and dads in the economy unless they’re literate? Reading is a bottleneck for their success in school and in life.”

Determined to help more struggling readers, the researchers hope the findings of their study will lead to further research that helps educators identify where the malleable levers are for change within school systems and in professional development for teachers.

“It’s possible schools could manage interventions and assess interventions differently,” Al Otaiba said. “And schools might also provide teachers with different or added professional development, coaching and support, particularly where so many struggling readers are included in general education for a large portion of the school day.”

A wait-to-fail system can be the unintended consequence of response to intervention as it’s currently practiced in U.S. schools, the researchers said.

“If you have to wait a certain time to demonstrate that you need more help, then it’s a wait-to-fail system,” Yovanoff said. “Good teaching would collect frequent information about the student’s performance and adjust help appropriately.”

The research was funded by the National Institute of Child Health and Human Development of the National Institutes of Health.

Co-author was Jeanne Wanzek, the Florida Center for Reading Research, Florida State University.

The researchers reported the findings in their article “Response to Intervention” in the European Scientific Journal. It’s published online at the European Scientific Journal site.

Those with intensive intervention immediately outperformed
The study, initiated in 2011, followed 522 first grade public school students for three years through third grade.

At the start of the study, the children were young beginning readers with the poorest initial reading skills, who were struggling and at risk for developing reading disabilities.

The children were randomly sorted into two groups. One group was assigned to receive an immediate and intensive intervention, which included additional structured reading instruction 45 minutes a day, four days a week, in subgroups of three to five students.

The second group started with good classroom instruction. Children who didn’t respond well after eight weeks received additional help. If they continued not to respond, they received another layer of help. Educators call this approach a multi-tier model of response to intervention.

“We contrasted the multi-tier model with what we call a dynamic model, where we gave kids with the weakest initial skills the strongest intervention right away,” Al Otaiba said. “The kids in the dynamic system outperformed the kids who got help later.”

Struggling readers boosted skills significantly
The researchers followed up on the students in third grade, and found that those that had received the immediate intensive intervention continued to outperform the children who had to wait, Al Otaiba said.

Those children are now in sixth grade, and the researchers continue to monitor their performance.

Students in the study who received appropriate intensive interventions significantly outperformed the students who had to wait by a third of a standard deviation, Yovanoff said

“So when we say our intervention has improved performance by a third of a standard deviation, we’ve increased their skill beyond a random fluctuation in performance,” he said “We’re quite confident this child has in fact learned to a very significant degree. It’s statistically significant.”

Even those helped the most failed to catch up with peers
Did struggling readers who improved catch up to their non-struggling peers, however?

Yes — in their ability to pronounce and read a real word, the researchers found.

But they continued to lag behind their peers in how fast they could read, and in intonation and comprehension.

“Still, they were less far behind in those areas than the kids who had to wait to get help,” Al Otaiba said.

The researchers measured growth and change over time, as opposed to a student’s performance at one specific point. So as time goes on, it’s possible to see the gap closing, the researchers said.

The researchers hope the study findings will guide schools in effective intervention practices.

“The notion is to develop more intensive, individualized interventions to help prevent reading problems and maximize reading skills for children who are struggling,” Al Otaiba said. — Margaret Allen

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Tags Annette Caldwell Simmons School of Education & Human Development, Paul Yovanoff, Stephanie Al Otaiba

Culture, Society & Family Learning & Education Mind & Brain Videos

Low IQ students learn to read at 1st-grade level after persistent, intensive instruction

Post author By Margaret Allen
Post date May 20, 2014

Study offers hope for all struggling readers after large sample of special education students and students with low IQ significantly improved their reading ability over several academic years

The findings of a pioneering four-year educational study offer hope for thousands of children identified with intellectual disability or low IQ who have very little, if any, reading ability.

The study by researchers at Southern Methodist University, Dallas, is the first large-scale longitudinal study of its kind to demonstrate the reading potential of students with intellectual disability or low IQ, said lead author Jill H. Allor, principal investigator of the study, which was funded by the U.S. Department of Education.

The researchers found that students with intellectual disability who participated in four years of persistent, specialized instruction successfully learned to read at a first-grade level or higher.

“This study proves that we should never give up on anyone. It raises expectations for all children,” Allor said. “Traditionally the focus of instruction for students with intellectual disability has been functional skills, such as how to manage their personal hygiene, do basic chores around the house or simple work skills. This study raises academic expectations as well.”

The study demonstrates there’s hope for every struggling reader, said Allor, a reading researcher whose expertise is reading acquisition. The study’s implications can be life-changing for non-readers and struggling readers.

“If these children, and any other struggling readers, can learn to read, that means they can go grocery shopping with a shopping list, read the labels on boxes and cans, and read basic instructions,” Allor said. “Even minimal reading skills can lead to a more independent life and improved job opportunities.”

The findings indicate a critical need for more research to determine ways to streamline and intensify instruction for these students, said Allor, whose research focuses on preventing reading failure among struggling readers.

“This study demonstrates the potential of students with intellectual disability or low IQ to achieve meaningful literacy goals,” said Allor. “And it also clearly demonstrates the persistence and intensity needed to help children with low IQs learn to read.”

Students identified with intellectual disability account for nearly one in every 100 public school students, according to the study, which cites the U.S. Department of Education. Of those identified with intellectual disability who do graduate, most don’t receive a diploma, only a certificate of completion, said the study’s authors, all from SMU’s Annette Caldwell Simmons School of Education and Human Development.

“This article is a call for boldness and the redoubling of our efforts to truly teach all children to read,” said the authors.

The researchers report the findings, “Is scientifically based reading instruction effective for students with below-average IQs?” in the journal Exceptional Children, published by the Council for Exceptional Children.

The study was funded with a $3 million grant from the U.S. Department of Education’s Institute of Education Sciences. Allor, professor in the department of teaching and learning in the SMU Simmons School, was principal investigator.

Successful instruction relied on proven, scientific-based teaching method
For the study, a group of 141 children was divided into two groups. One group of 76 children received the reading intervention. A group of 65 children was taught in a business-as-usual instructional environment, which included various amounts of reading instruction and methods.

The children in the intervention group were taught reading 40 to 50 minutes a day in intensive small group settings of one to four students per teacher. Teachers used “Early Interventions in Reading,” a proven curriculum designed by SMU reading specialist and study co-author Patricia G. Mathes and Allor.

Most of the students entered the study around the age of 7 and variously were identified with disabilities including Down syndrome, autism spectrum disorder, Williams syndrome or a physical disability. All of the students had the ability to speak.

IQs of the students in the study ranged from 40 to 80. IQ scores in the range of 85 to 115 are considered to be average.

Instruction was provided by six teachers certified in special education and four part-time teachers certified in general education. Teaching experience ranged from five years to 35 years.

After four years of the specialized teaching the researchers found that students with mild or moderate intellectual disability could independently read at the first-grade level, and some even higher.

Students receiving the specialized instruction significantly outperformed the comparison group on a variety of key reading tests.

Scientifically based reading program put to the test
The current study also demonstrates the effectiveness of a teaching method that’s scientifically based for use with children identified with intellectual disability or low IQ, said Allor.

Mathes and Allor, former special education teachers, developed the study’s reading program after research into how children with dyslexia and other learning problems learn to read.

Teachers providing the intervention received extensive support and training, the authors said. That included multi-day professional development training on curriculum implementation, monthly meetings with the research team to address instructional and behavioral issues, and instructional support from reading coaches who previously taught the intervention.

The program, previously validated with struggling readers without intellectual disability or low IQ, included a series of brief activities that increased in difficulty that were geared toward phonological awareness, letter knowledge and sounds, sounding out and sight words.

Fluency was developed from repeated reading in unison to paired reading and independent timed reading, the authors said. Comprehension activities included strategies for both listening and reading comprehension.

Students used provided materials that included word cards, small readers and activity pages to play reading games or to read aloud with someone else.

IQ is generally considered a predictor of learning ability, but in this study with students who are intellectually disabled or low IQ, the results showed that IQ didn’t always predict academic achievement. Although generally students with higher IQs improved more quickly, there were many individual cases where a student with a lower IQ outperformed a student with a higher IQ, Allor said.

Coauthors were Patricia Mathes, TI Endowed Chair in Evidence-Based Education and a professor in the Simmons School; J. Kyle Roberts; Jennifer P. Cheatham, research associate; and Stephanie Al Otaiba, professor.

The research will continue under a new $1.5 million U.S. Department of Education grant, led by Allor, principal investigator on the grant. Al Otaiba and Paul Yovanoff, both professors in SMU’s new special education program, are co-investigators on the new grant. — Margaret Allen

For more information, www.smuresearch.com.

Tags Annette Caldwell Simmons School of Education & Human Development, Jennifer P. Cheatham, Jill H. Allor, Patricia G. Mathes, Paul Yovanoff, Stephanie Al Otaiba

Culture, Society & Family Learning & Education Mind & Brain

Kids’ reading success is boosted by long-term individualized instruction, finds 3-year study

Post author By Margaret Allen
Post date June 26, 2013

Assessment-to-instruction software helped teachers track student reading success and intervene more effectively

Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, according to new research published in Psychological Science, a journal of the Association for Psychological Science.

These findings come after a three-year study that followed several hundred Floridian students, who received varying amounts of individualized instruction, from first to third grade.

“Our results show that children need sustained, effective instruction from first through third grade if they are going to become proficient readers,” said psychological scientist Carol McDonald Connor of Arizona State University, who led the research team.

Co-authors on the research include Frederick Morrison and Barry Fishman of the University of Michigan, Elizabeth Crowe and Christopher Schatschneider of Florida State University, and Stephanie Al Otaiba of Southern Methodist University.

Teachers involved in the longitudinal, randomized study used Assessment-to-instruction (A2i) software to make informed decisions about how to tailor reading instruction to meet their students’ needs. Using algorithms, the A2i software recommended specific amounts and types of reading instruction based on the skills of each student.

Data from the study showed that students who received individualized student instruction (ISI) in all three grades showed the strongest reading skills by the end of third grade, compared to those who received fewer years of individualized instruction.

“Another way to think about this is that 94 percent of the students in ISI classrooms from first through third grade were reading proficiently, compared to only 78 percent of the children who didn’t participate all three years,” said Connor.

In fact, students who were in ISI classrooms for all three years often achieved reading skills that were well above grade level expectations by the end of third grade, when measured by nationally-normed reading achievement tests.

The data are particularly promising given that they demonstrate improvement in reading scores for children from an economically and ethnically diverse school district that included urban, suburban, and rural communities.

The findings suggest that, with a little help from software programs such as A2i, teachers may be able to track student reading success and intervene more effectively.

“The individualized instruction was provided by regular classroom teachers,” added Connor. “So, I think the findings demonstrate that we can help teachers become more effective through professional development, supported by technology.”

The scientific article, “A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade,” was published online ahead of print.

This research was supported by the U.S. Department of Education Institute of Educational Sciences and the National Institute of Child Health and Human Development. — Association for Psychological Science

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For more information, www.smuresearch.com.

SMU is a nationally ranked private university in Dallas founded 100 years ago. Today, SMU enrolls nearly 11,000 students who benefit from the academic opportunities and international reach of seven degree-granting schools. For more information see www.smu.edu.

Tags Annette Caldwell Simmons School of Education & Human Development, Stephanie Al Otaiba